SD308 Board of Education (6/6/2022)

001june 6 2022 can i have a roll call please mr cyrone here miss doyle here mr gatewood president miss johnson miss simonton president miss swanson here please stand for the pledge of allegiance i pledge allegiance of america and to the republic for which it stands one nation under god and indivisible with liberty and justice for all so now we will have a recognition of our student ambassadors for their time of service you guys would join um mr gatewood up front here please you want to get the microphone what about that one you know testing there we go the student ambassador's role is not about self-promotion or serving yourself but it's about serving your peers by giving them voice and providing them providing the board a student's perspective that helps us govern this is what student

002leadership i'm sorry this is what servant leadership is all about robert greenleaf the founder of the modern servant leadership movement once said the first and and most important choice a leader makes is the choice to serve without which one's capacity to lead is severely limited servant leadership servant leaders value others by not just listening but empathizing in a way that they feel heard your willingness to listen and to be the voice and to drive compassion to actually get things done and be the catalyst to make a difference was absolutely amazing so colton and anya thank you for your communication being a representative of student voice not for just sharing but doing so in a way that brought value to the conversation thank you for your commitment on top of all of your schoolwork your extracurriculars

003and preparing for college colton uh and i as well you put in hours for meetings for research and for preparation lastly thank you for your courage it is not easy to speak truth to power but you did so with grace with integrity and with intellect so thank you for setting the standard and blazing a path for all of the future sd 308 student ambassadors and the superintendent advisory council and on behalf of the entire board dr sparlin and dr waller we want you to know that this is just we know that this is just the beginning of what you will do in servant leadership positions congratulations and thank you [Applause] so it's just a small token of our appreciation um this is for anya rory thank you so very much [Applause] and colton the same

004thank you so very much and we have another car from the board to say congratulations on your graduation so thank you so very much [Applause] if the board would come up we'll take some pictures um oh stay there here we go [Applause] uh [Music] 5.1 public comment on behalf of the board of education i would like to thank the public for attending tonight's meeting we value the feedback we receive from our residents and encourage everyone to take an active interest in their public school system residents interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary to the board when the secretary calls your name i ask that you come to the microphone state your name for the public record and provide your feedback

005please note that comments are limited to five minutes per person and that no discussion of personnel matters or responses to questions are permitted the board does not participate in discussions during public comment follow up to your questions or concerns will be addressed by administration through the contact information provided on the comment card thank you john kellogg nihao hello my name is john kellogg and i will be entering my sophomore year at oswego high school tonight i would like to tell you about the benefits of our district's chinese program when selecting classes for my freshman year i was excited to join oswego's chinese foreign language program i was drawn to the chinese program because i've always been fascinated by non-latin script languages as a young child i learned how to read and write egyptian hieroglyphics and

006so the transition to chinese was an obvious choice for me as it is an important language in today's world i also decided to take chinese because it would allow me to interact and communicate with the 1.1 billion people in the world who speak mandarin the main chinese dialect chinese has taught me to be a better student because it forces me to study for a long period of time every night something i had not done before during this time of studying i must learn uh and practice three things at once i must first learn the english meaning of a certain character then i need to memorize the pinging which is the latin script and pronunciation of the character finally i have to memorize how to write the character using the correct strokes even though i have

007only spent one year in the course i know i want to keep practicing and studying chinese in the coming years i will miss my teacher leola as she retired at the end of the school year but i'm looking forward to learning who our new teacher will be i want to thank you for the ongoing support of the chinese program in our district it means a lot to me and my fellow classmates and i hope it remains a foreign language option for students in the future years thank you very much good night why not [Applause] that's all for today thank you now 6.1 board member comments does anyone have any board member comments tonight i just wanted to share that we had the opportunity once again to hand out diplomas to our recent graduates and it

008was an honor and a privilege to once again stand before them and honor them i continue to be amazed at what happens in this district and um being able to watch colton uh graduate uh this past couple this couple weeks ends ago was was quite an honor so thank you very much yeah you know all of the the challenges that we have as board members and and this is what we signed up for and so i don't regret that at all but it's so rewarding when you have you get to see the results and the fruits of all that we've done in the efforts that we put in to see them walk across the stage it's emotional and it's exciting and you just anticipate um the great things that they're gonna do and you know

009that we're in great hands because if anyone attended graduation and you you heard the speeches and the music and i mean so amazing right in everything they do and they do it with such excellence so um i so enjoyed it having the opportunity to um present the class and um and their their abilities to um you know be ready to be recognized um for their for their for what they've done and to be um to be recognized by the state of illinois and our board to be to honor them for their achievements it was such an honor for me so thank you all i just wanted to say ditto but just to add one more uh having the opportunity to participate um because dr sparling mr grays and the administration over at oswego high school

010we have students who participate in in athletics and they were competing on the day of graduation so to give them the opportunity to actually have a small graduation ceremony where their their parents and their families could you know see them walk across the stage and be presented with their diplomas i think it's a priceless service to provide so kudos to dr sparlin mr grayson and the athletic director and the staff for um having that opportunity for the families and the students and i was just an honor to to be a part of that so again ditto board committee reports we'll start with financing facilities we began a pretty broad overview of some of the concepts surrounding finance in our district um and it kind of went off on a few different directions basically where we

011were talking about um the tax levy in our historic um situation where we had chosen not to to capture the increase in cpi um we had talked through some of the opportunities that we have for our forecasting of our budgets and um in general dr petsky kind of went through and just gave some more like not maybe 101 school finance but maybe 102 school finance to some of our finance committee members so that we can kind of be prepared to start talking about the budget next pretty pretty good conversation it was more theoretical than we usually get it was kind of an interesting change okay and now our policy and legislative committee um i thought our final meeting of the year was gonna be um light and easy and uh we were just gonna walk

012right on out of there but um val kept us right on target and we went through um a lot of policies that day the few that i'd like to point out that i thought were um had incredible discussion around them were policy for colon 180 pandemic preparedness management and recovery we had a really robust conversation around that policy and what was lacking was bringing evidence of reflection um to the forefront and requesting that now that we've been through a pandemic not to say that it's over but now that we've been through a pandemic what have we learned and how are we going to reflect and what would we do differently moving forward and requesting that administration ensure that the learning that we have um gone through and we've experienced be utilized should we find ourselves

013in any other sort of pandemic preparedness i'm still praying that monkey pox does not find its way into a pandemic the other policy that um we we talked heavily about was um uh transparency uh fiscal and business management uh four colon uh 10 and trying to make sure that as budgets get approved and information gets approved that we have a direct line to the community and to our parents and showing them what the budget is and making sure those are on the website in a timely manner so that um and in envision 308 and making sure that that stuff is done in a timely manner and then the third one was policy uh six colon 290 and that one's on instruction and homework and uh we talked about the lack of consistency across buildings across

014grade levels and then the transitions from elementary to junior high and junior high to high school and where some principals may not feel that homework is important but others do it really puts our students at a disadvantage because of uh managing expectations and so uh we did ask that that policy go back uh to teaching and learning and to the administration to look at it so there is some consistency for our students but we also when you guys take that one back there there was a couple of us who who recognize the importance of being able to not give homework if you don't believe in it like there has to be some kind of autonomy within the teaching profession like if i have 10 minutes at the end of class and my kids can finish

015it with me as compared to being forced to give someone an hour's worth of homework we were yeah we were kind of on both sides of the fence if i may i i look forward to having that discussion and teaching and learning for sure but um yeah i'm sure that we do that homework's a big deal to me i think it's really important for our students um especially when they're transitioning from say elementary to junior high if they've never had homework for all of elementary and then all of a sudden they're in junior high and they're they have a couple hours worth of homework at night that's a tough transition for students and and families so um just making sure there's some consistency but also to ali's point making sure we're not giving busy work

016to create homework because it's a district expectation so there was a lot of just robust conversation about it and i really appreciate the opportunity to be able to send it back um valrock suggested we send it back to teaching and learning and i think that was just a really great way to um bring full circle everyone into the discussion and you know we don't have on that committee kids well i was just going to say yeah and that was their student survey yeah then their number one very high a very highly uh polled question on the student survey so i would recommend that feedback be added to whatever research is being done and routinely is so that's not new from this survey i was thinking actually about student surveys that we've sent out for years

017it always comes back that homework for the sake of homework has been the concern but i the piece in there that we kind of jumped right into homework instead of that i'm curious to see what happens is that that concept of the consistency especially between our buildings this has come up several times that there is inconsistency in our practices between buildings in terms of grading and homework and quantity and quality to achieve different things and we want to make sure that we include opportunities there not just in the homework category itself i could see a lot of a lot of branches to this um all right hit it with you move on well three days without any homework in any classes and then all of a sudden you get eight hours in one day you

018know things like that you know because every just a lot has been there more recently mr cerrone um but i'm sure you had homework too um so oh yeah but um i think on the topic of inconsistency it's not like limited to you know inconsistency between buildings there's inconsistency between classes and of course you know teachers teach differently that's what makes it such i guess like a a variable profession to go into and you have to be very careful in deciding you know what are you going to teach how are you going to teach it but it's to the extent and colton if you have something to say on this too but i've seen that like the level of student success or student understanding is so different among like for me like the same honors

019pre-calculus class like some kids are learning completely different things or understanding something in a completely different way or they'll have a completely different grade and will be in the same unit and it's just that's also not limited to just homework whereas i might have homework of five problems someone else might homework have homework that consists of 20 problems maybe 20 problems would be more helpful but again maybe it's just busy work so having that like teacher communication between not only like the same buildings or different buildings but the same classes as well that's just so important and i think that's been something that students have been concerned for a long time not just the amount of homework but consistency of homework and class work and even test administration among students which is also not the

020same yeah my my mind kind of went the same way with that it's like you know yeah it's easy to see the inconsistency amongst you know however many elementary schools we have going into middle school and then middle schools into one high school or two high schools but when it comes down to classes i mean individual subjects i mean ap classes if it's you know an ap government class or anything there's inconsis inconsistency amongst if it's two teachers teaching the same subject same class but it's a matter of it's a matter of i don't know if it's miscommunication or just or just lack of expect but still and and just because this is a fun conversation i won't get too far but i'm enjoying what you have to say so how in your minds then

021just to to branch off of that it is sometimes inconsistent between teachers because perhaps there's um different learning styles in the classroom that they're trying to accommodate so how do we keep it what would you suggest having been there recently on how to differentiate the education for what people need and still provide a similar experience i think to some extent there are things that have to be kind of they have to be unified and there are other things that don't that's the obvious answer but to kind of elaborate on that um things like homework having some degree of freedom in your homework for students say these problems are mandatory because one they'll be on your test and they reflect what we learned these problems are for if you need to practice this or if you

022need to practice this having some freedom for students with that that's extremely helpful and be finding a system that unifies that with all teachers in a certain subject somehow that would be so helpful because of course things are going to be taught differently or understood differently but in the end homework that prepares you for your test that shouldn't be that different the only variable differences should be if the student themselves need to expand on a certain topic but that's like my view on it that's a good way to put it yep and i i get that the only thing that i see on how to put this book with any kind of like ap or you know college college board course there's already required curriculum that a teacher needs to go over a teacher needs

023to cover where so um you know other classes they have more so that freedom to kind of accommodate to different learning styles whatever the case may be in each classroom um but with ap and honors courses it's it's kind of i mean it it's an external test right i mean it's they have to make sure that these students are prepared for someone else coming in and and evaluating them not the same teacher that's been with them for the entire school year that's true thank you for that very good all right 6.2 superintendents report well good evening board uh tonight i start my comments on a very sad note this past weekend joshua mears a student who was to be a senior at ohs this upcoming school year passed away we are all deeply saddened by

024joshua's death and our hearts and support go out to his family and friends as they grieve his loss he will be greatly missed by his friends teachers staff at ohs and throughout our community i would ask that you join me in a moment of silence in his memory thank you please keep josh's family and friends and your thoughts during this incredibly difficult time as we all know on may 24 2020 2022 there was another mass shooting in the united states at rob elementary school in uvalde county texas people from all around the world mourn the deaths of students and staff from this horrific event when things like this happen it causes us to pause it causes us to think and it causes us to reflect on our own practices and procedures so tonight i'm going

025to highlight some of the things that we do on a regular basis to help ensure the safest environment that we can for our students and staff we partner closely with our police and fire districts with regular communication that includes ongoing safety meetings and trainings between their leadership in ours alice which is an acronym for alert lockdown inform counter and evacuate training institute has been hosted by the district since 2015 to certify instructors in every building the administration who are certified as instructors instructors then work with our sros to plan and conduct building-based training with staff followed by training with students and staff together in drills and exercises throughout the year this summer we have two two-day trainings scheduled this summer we host annual crisis safety meetings which include our first responder agency partners in administration

026we work very closely with plainfield kendall county oswego montgomery and aurora to review and update emergency response plans share ideas and provide training through joint tabletop exercises we just had one such training on june 1st and school emergency plans incorporate first responder feedback and contain key responses for varied and potential potentially dangerous situations which are specific to each building and each building administrator participates in those trainings each year each year at the beginning of the year our schools are secured and we have secured entrances and a monitored single point of entry schools also have the ability to lock all doors out exterior doors immediately and alerts are sent to the district staff as well as first responders in event of any threat or a violent situation or to a recur to reduce response time we

027have two full-time school resource officers with the oswego police who are assigned to our high schools who also work with our feeder schools and our junior highs in our elementary schools to assist with training and safety drills and the districts added a new position for the 22-23 school year a school safety security coordinator this position includes a requirement successful first responder background to ensure effective coordination of safety and security training for a broader range of staff assisting with best practice safety drills and collaboration with our sros safety planning for large indoor and outdoor school events and daily egress and ingress assessments to improve safety related to rival dismissal and traffic flow it's important to note that safety is the upmost importance here in school district 308 and that's why we are also hiring the additional

028position of the safety coordinator within our school district once that happens one of the first jobs will be to audit the facilities in our current procedures as we work over the summer getting ready for the 22-23 school year it's unfortunate that we have to do these things in schools but as unfortunate as it may be it is necessary so that when situations do occur we are prepared as best prepared as we can be on a separate note i would like to remind our high school students that the deadline to apply as a student ambassador for the 2223 school year has been extended to june 29th so for any students who are interested in applying more information can be found on the district website or they may contact my office for additional information as well that

029is my report for this evening thank you 6.3 student ambassador reports thank you um i guess i want to start by saying we send our condolences to josh's family and to the families of those who had to mourn during the texas school shooting and sending condolences more than once this year just once at all was it felt impossible it felt like it was more than enough but having to do it several times is a lot and i guess hearing from you dr sparlin that there's a way that our students can feel safer in this learning environment it's it's really important and i guess i wanted to thank you for that um on the topic of promoting a safer school environment um just building off of our last student advisory committee meeting we conducted research using

030the different model policies that we talked about at our last meeting in order to best address sexual harassment in our school district to provide a student-friendly way to talk about the sexual harassment policies that we've administered here as we recognize that some of the language that's been utilized in the text discussing these policies is not extremely easy to understand we use different models like title ix aaron's law we even use different district policies to get a better understanding of how we can implement that into our schools and how we can show our students that this district does prioritize the safety of its students regarding sexual harassment as an issue as a whole dr waller is also going to be conducting a presentation later tonight on the sexual harassment action plan that we've been working towards

031this entire year and we hope that it embodies sd308's prioritization of student safety and then i just want to take my time to first say to dr sparlin and the board of education thank you for this opportunity it was amazing i was honored to be selected for it it was it's so great that you know there's districts like us and across illinois across the country that you know start these roles for uh for student voice to be heard at a district level um and i i know for years to come this will be an example to any other school that you know wants to or school district that wants to implement this um i can't thank you all enough you were all so welcoming to me and anya and and you know as this was

032the first time and you know we got started everything it was a little uh a little uh maybe overwhelming at times but it was it was definitely a great opportunity and we had a great time and it's it's bittersweet to leave but i know that it's being left in great hands and and i know that um this committee and these roles will grow with time and uh i just can't wait to see the impact they have on future classes so thank you all thank you it's been an honor to work with you as well so thank you all right item 7.1 is an equity presentation uh dr waller and mrs dolquist are here to present to the board as dr waller makes her way in and gets set up there i just wanted to say

033while it is the two of us doing presenting and mostly dr waller it does take a whole team of people to address equity uh diversity and inclusion so while we're the only two people speaking it is a regular topic across esd and at all of our admin meetings and it's truly a team effort uh to improve if you wouldn't mind going to the next slide we have our actually statements and really there are so many things in envision 308 that address equity we talk frequently that really everything we do uh is around creating equity if you go to the next slide this is one of the highlights uh from envision 308 where we talk about having choice challenge and success for all of our students and some of the highlighting of the work in there

034the fourth area of our climate for learning framework is around having uh responsive and engaging instruction and we've spent many many many hours and training and walking classrooms to see just that some of the examples here are the training that was had for our junior high all staff and then all of our administrators around engaging instruction some of the highlights also that we've done with the literacy framework in the math framework is having some choice in instructional materials we utilized a lot of our essa funds to expand our libraries both in the classroom and at the school level to include works from authors and as well as protagonists from diverse backgrounds and then we've really worked on having our student voice be part of that where we had our high school students surveyed on how

035we were doing on meeting their needs so we have a baseline so that we know if our work in the future is increasing that or not and then finally just the new adoption curriculum process it had been quite a while since we'd had one of those here in in 308 and we worked together to create that and one of the lenses that all of our curriculum committee councils and advisory committees need to do is go through and look at an equity lens and you probably remember as we talked about our elementary social studies curriculum and making sure that choice and equity were part of that even our junior high math selections as we brought those materials forward really highlighted on what that would look like and how do we bring that choice challenge and success

036there and then finally looking forward to our high school social studies work dr waller has done quite a bit of professional development with them and you'll certainly see a lens of equity when we bring those materials to you dr walt awesome thank you so much mrs dalquist i'm very excited to be here this evening this is uh it's been quite the school year um in a very fun overwhelming challenging and exciting journey um and so as we shift into the support for student learning you know we started off with the equity statements being approved and really sitting down and having conversations about what those statements actually mean in action and so i was able to have the opportunity to provide and support pd with administrators and their staff on what those equity statements look like

037what they look like in a scenario how do we respond and so in doing the journey and tour throughout the district that was the one piece that we felt we really wanted to start with our ability to actually recognize inequities so that we can then respond to them and so we started that journey using the equity statements furthermore um i've had the honor and the privilege of working with both anya and colton and monica and zoe and um ariana on this process and their brilliance and their brains i always talk about it have been it just it's a feel it fills my cup fills my cup and so um we definitely bonded through that process and um just truly understanding their ability to even break down like listen we really still care strongly about mental

038health and so we're gonna go this direction of sexual harassment but what does it look like with mental health what does it look like for students to have at educational awareness what does it look like for students to have safety okay that is interesting okay furthermore um not only did i have the honor of working with these brilliant minds but i've also been able to create the coalition of students both from oh and oe and even within that coalition it was important that i was able to find students from various backgrounds and so even within that group we had students with ieps we had students who were not always a stellar we had students who were passionate we had students who just really brought out all of these amazing human loving moments and so um

039being able to work with that coalition of students we came together several times they were able to also receive pd and what it looks like for them to be co-conspirators in today's space um as equity champions how they can utilize their voice how they can stand up for others and most importantly love themselves and who they are and amplifying their voices and so as you know we had the amplify event april 7th and then we met again in may and they have created these ideas of this visual presentation that they would love to see in both of their schools as they do also recognize from that original survey that was created that students wanted to see more representation of bipac and lgbtq culture within their schools so they work to address what they felt that

040would look like visually within the schools and we also have planned our first amplify event for the fall which would be november 3rd and we want to amplify mental health so very excited about that and the journey with those students in addition to that i've shared we've done a gazillion pds at least at least 60 and and ally anderson she couldn't be here tonight but she has been amazing and partnering with me and pulling work that had been done previously so that we can make sure that we're building on the work that was already done um and then continue to expand on that um so working with ali working with andrew there were a lot of different people who were like we're down let's do it and so um their insight and perspective and an

041educational background and i have one as well but even that elementary pool or those strategies are pulling in the literacy framework and ally always made the teachers stand up and walk around in circles and then you know and i'm like i'm high school you can sit down so you know those were really really fun um and meaningful and impactful and challenging but ultimately we found that we walked away from those experiences making sure that equity was equivalent to love because that is what we truly believe and so furthermore we were able to add microaggressions to the bullying policy which is extremely important because in a lot of the presentations that i do i discuss microaggressions and its impact on trauma responses and triggers and so it's important that that language is there so that we

042can begin to address some of the racial trauma identity trauma religious trauma that does actually exist within our communities so here is a list of some professional development topics that we have done throughout this year as you can see there's a long list there and there are also some linked pieces just in case anyone wanted to go back and receive more information but we started with those narratives and perspectives personal identity that is a phenomenal space to begin because that is the place that highlights our similarity similarities as well as our differences and then shifting into that cultural proficiency continuum and the equity literacy continuum and the equity literacy continuum was the recognize respond redress that continuum so that's where we started the school year in addition to some of the things listed here i

043tried to break things down within three different dimensions one being that personal dimension so that's a lot of time spent this school year where we looked into ourselves and we reflected and then luckily for some of the different schools like boulder hill and southbury we were able to then kind of transition over into more of an instructional dimension which allows us to address you know that cultural responsiveness and those pieces that are happening in the classroom um and so as you can see on the left side these are the individuals who in departments that receive professional development um as you can see we made it to most schools and we made it to several schools more than once um and so we're excited about um the consistency and the systems that we're going to create

044for next school year to make sure that we're all moving forward so as we shift into the recruit and retaining piece this school year i was able to work with the recruitment specialist as well as well as the executive director of hr and the assistant director and we really wanted to begin looking at and having personal conversations about what it actually means to retain people of color um what is that safe space etc and um it's it's been an honor to to be able to have those type of conversations with dr sparlin and um mrs douglas in in being able to say hey here's an idea what do you think about just reaching out to so and so and so and and understanding that sometimes that retention is very simple it's just personable and so

045we've started on that way we've worked with the rrc and um faith has done a phenomenal mrs douglas has done a phenomenal job um with leading those action steps and where we want to go to make sure that we have consistency within the interview questions um but also providing some autonomy um so and able to do that creating different categories so that people can pull what they need but so that we make sure that we're getting the equivalent of candidates from one school to the next and so in addition to that we created a culturally responsive flyer that has the coalition students on front that they've we've shared at job fairs as well as um different spaces for our potential candidates so that they recognize that we are a culturally responsive and excited district to

046have all these different perspectives and backgrounds um and so that is the work thus far with um recruit and routine so i wanted to share a few pictures from amplify because they're so adorable and they are powerful and insightful and courageous and braver than than so many adults that i know and so i just wanted to make sure that um i highlighted them because they spent a lot of time creating the questions they spent time reflecting on what they wanted to share um they shared personal experiences um that had to do with their religion with being bilingual with um you know racial background with identity and the the part that i love the most about amplify is that it it as i start off all of my pd's i tell people that races equity is

047not race equity is not just about race it's not just about culture it's really about all of these different um facets of who we are and so these students were able to say okay we understand the assignment and we're going to do it and they did and so i want to thank everyone who was able to be there and i'm excited about what they'll do in the future but these are my babies and i love them alrighty so i have shared with you about the coalition and the work that's to be done with them we did have five seniors graduate um and so we have already had some some recommendations at the junior high level for students who are going to be coming up into the high school as well as some students who are

048just like oh hey what is that we would like to be involved and so i'm like okay well we'll get you through a process so that is really exciting as well because again it's important to me that um those students who don't necessarily feel that they have a space in here or if they see something that they love and they're like i'm passionate we want to make sure that we we honor that and so skipping down to the student ambassador committee we've shared a lot about the work that they have done we have an action plan in place i have worked with the assistant principals of student services at both high schools on the steps that they'd like to take the student ambassadors and the advisory committee overall have provided a lot of feedback on

049what they feel would be most beneficial and so we are prioritizing making sure that our structures are very clear that students have access we are developing a brochure qr code we're being transparent about mutual grounds and the topics definitions we have i created my first qr code i know and um it has like live information about you know sexual harassment the kids said oh this is really good information and so we want to be able to create the space to put those you know in the washroom or you know in the student services space on that wherever we can in the google classrooms of social workers so we've also communicated with them in addition we've had teachers already begin signing up to be a part of the safe space committee um where they will have

050these um decals that will be in their window so students know that they can go to them to get more resources to get direction it's not necessarily a space for them to begin to divulge information but ultimately just knowing oh you're safe and you're going to give me where i need to go um and so initially we were saying oh 10 per school and so thus far there's been more than 10 um per school with teachers who are like i'm down so that's really exciting um so they've there's just been this nuance of work and i will say that the assistant principals at the high schools are also very excited about pushing this work forward and lastly uh we have the survey for the high schools that uh mrs dalquist spoke to um where we

051administrate administered that um to get this sense of belonging and and have an understanding of where students are with sel as well as with cultural responsiveness and so um there were some plans in place for that and i plan to work with the new director of sel on how we um will implement the work with that and supporting students and so this is my little two-minute clip from of amplify who decided they were going to take down the confederate flag after dealing with the individuals at the church in north carolina so my next question for you all is ally how can we as a people strive to become spears for each other for our classmates and for our community joseph um for me at first i didn't know what the term conspirator was um here

052it's not really meetings for me when i view ally versus code scooter ally has the positives of supporting the marketing group of um step to staying with them okay um [Music] all right so i just wanted to share just a little clip of that it is on youtube um and i the wonderful thing about amplify um is that we really tried to honor all of the different perspectives we did a land acknowledgment for indigenous people this was during ramadan so we made sure that we broke um so those who were fasting could eat we made sure they had water and dates and like that's just that is what this is about it's just about filling the cups and thinking about those perspectives um and even my niece was able to speak to her perspective of

053having food allergies and what she thought well what does that have to do with equity it does and so her even being able to share that story was um pretty powerful so thank you all right so equity indicators of success for june 2023 and i apologize from overtime i'm super excited to do this at the elementary level we will have elementary dei trainings for all we're looking at doing different clusters i do kind of break things down into safe space brave space and create space depending on where everyone is in their equity journey to make sure that people are receiving exactly what they need um in addition to that we are going to have dr goldie muhammad who is a waubonsee valley grad she has a phenomenal text called cultivating genius and she looks at

054these five pursuits of learning and i did add a sample there but she is going to come and we've created a cohort of all 13 schools with individuals who will come and who will virtually get together and debrief and break down and be trained so then they can go back and then train everyone else in this work so we're really really excited about what we'll do at that elementary level especially since they are already transitioning with some of the curriculum at the junior high level um we are going to be doing obviously some dei training we're looking at content though for junior high um especially within ela and social studies in order to begin to shift into that instructional dimension um i'm also collaborating with those junior high instructional coaches and then we will have

055four staff meetings for all based on personal and instructional dimension in addition i will also be doing some trainings with elementary and junior high admin we want to make sure that we continue that work so i've been working closely with dr allen and mrs leuters to join their meetings continue that equity process and for the high school um we are going to be um really digging into that dei curriculum work there's so much happening in those spaces i also will be doing all staff but when i'm working with them specifically i share the powerpoint that i did for the social studies committee where we delve into that personal dimension got into some brave space and then we were able to then shift and transition where i went through and i broke down one of the

056units that they had and showed them where all of these other equity pieces could exist um as well as the the women's suffrage march because there was like a whole decade missing and i was like hey this is what we need so um the part about it is that even in having those conversations with the committee they are also extremely passionate about talking about those things too so for them to see it in the powerpoint they were like yes this is what we want we just want to make sure that we have the support to be able to do the work and this summer i'm keeping busy i am going to be facilitating two dei trainings for the sweet 16 group i harass with love 16 individuals to come and to be a part of

057this committee they're from various schools and various spaces as well as teachers on special assignment and so we're beginning i'm going to train them on how to facilitate for equity we're looking at common language we're looking at understanding the root of inequity so really kind of breaking it down so that they have a larger understanding and then i'll also be doing teacher staff dei summer trainings as well on those following topics we're making progress making lots of progress i want to thank dr waller you have an unusual gift of being able to show a lot of love while pushing change and to use your phrase that you've taught me thanks for all the things thank you questions not a question but just um dr waller thank you for your passion and i can see how

058you draw students and staff and that's awesome and i think you said equity is equivalent to love and when i think of love i think of love is the act of benefiting another at the expense of self yes so it really resonates with me and thank you for the work that you're doing thank you um first and foremost uh thank you for coming to d3 to st 308 and bringing this type of work to our district and to our students and staff it's one of the most brave things that i've seen you have received a lot of um hate and non-love and you continue to always have a smile on your face and so i just wanted to thank you for that amplify was uh one of the most incredible experiences for me i didn't

059know what to expect so it was a little little overwhelming um and what i wish everybody could understand is this type of work is is beneficial to everyone it's not just beneficial to a certain sections of students or staff it's a benefit to everyone so i hope we can all approach it like that from a board perspective i'm interested in how can we or could we possibly in the future have some training around policy making and equity and anti-racist policy making um i i don't know what that looks like i don't know that anyone here does i'm not speaking for anyone but i think it's very important for us to understand that i think we did there was a lot of movement made when the equity committee brought forth an equity statement and that took

060a many many months over a year and a lot of work by a lot of different people and i think that's very important but i think at the board level especially when we're charged with policy making i think we need some sort of parameters around that so that would be very helpful and i hope we can do that in the future i would love that it's my third dimension that i didn't mention the the institutional dimensions so that personal instructional and institutional um i i would love to look at policy and figure out you know different ways and even you know starting with even though i know there's different views but starting with that dress code policy is is one one start and adding microaggressions is another piece and um it's it's definitely i think

061starting from the ground up with those kids and utilizing leveraging their voices is really going to help us with some of these policy pieces and i would love to support whenever you all are ready that would be actually we have we have sent several policies to the equity committee we are very imminent this year we had the opportunity to bounce things over to the equity it's just it can be a little clunky too because we don't really have i don't want to call it formal training but just some sort of training we're all coming at it from our own perspective and so we're our starting points are all very different so i just think a little bit of consistency would be helpful from everything that you've brought to the equity committee and since i've been

062a part of that is um it's well well done it's it's already going through committees it comes to us with lots of different perspectives um student input so yes the the committees themselves um you know might have varying and non-expert you know um opinions or perspectives but it definitely uh you you're answering all the questions you know why is um why was uh why was this put in why wasn't it so it's it's been a great experience there um you know when i when i look at equity and i i feel it's necessary um if we really want a great school district we want all of our students to do what do the best that they can achieve the best that they can we have large achievement gaps um and so so we're we're not

063there we need to get this um if i've done lots of reading everything that i've read um everything that you can do and that you've discussed just helps bring up those kids it doesn't draw anything from the other kids it brings up everybody so this to me is um it's necessary to have a great school district so you know hearing and i haven't been on this board very long hearing that you've heard hate um it saddens me um if we want a great school district this is work that needs to get done um so that's a statement as well as showing appreciation for everything that has been going on so thank you um the microaggressions you said that that's kind of one of the next um big hurdles you know i love the dress code

064um you know equity is not just race it's abilities it's you know male female it's it's everything um this but yeah so i'd like to hear more about what you're where you're going with microaggressions um okay so from a like from a professional development standpoint um when i am discussing microaggressions and um there's this really awesome mosquito video that i show where it likens microaggressions to mosquito bites and helping people understand that some receive more than than others and so if you are being bitten all the time then when something happens there may be a trauma response um and it happens to adults and so that's really the biggest part with the professional development because i'm having conversations about well when are you all going to get married when are you all going gonna have

065kids because it's important to understand that microaggressions are anything that goes against the dominant norm that's been established which is the the husband and the wife and the two kids and the picket fence and the dog and so anyone that strays from that um they tend to get attacked with those type of comments and it's not always ill-intended which is why microaggressions are very difficult um because we've all been programmed in the same space in the same communities um and we've been raised in the same you know in society to have those same dominant norm thought processes and so when i'm able to break it down from that lens and again pulling away from anything that has to do with race right um it kind of evens that playing field was saying oh wait like

066i have experienced that oh wait i have felt that um and so as we then begin as adults to truly understand how we are impacted by microaggressions then it should also then allow us to understand that our babies with these underdeveloped brains though brilliant don't always make the right choices um when is the trauma response and so we still need to consequence if necessary but we need to restore and we need to teach and we need to support because we can't have students that are sitting in an in-school suspension for having a trauma response no matter what the topic is about and they're not that that trauma isn't being addressed because it's going to continue to just trigger and they're not going to be restored from that and so that is kind of where i'm

067going with that kind of that's where i'm going with the microaggression piece does that sound good i appreciate these man no sorry awesome i won't go into anything long and deep but that illustration is exactly what i wanted to talk about what i wanted to recognize you for what you bring is that people are are feeling as though they are seen and heard because of the work that you're doing and you're creating an inclusive environment which i think as we continue to focus on climate and culture is the the foundation for for anything else that we're talking about to be able to happen and so thank you for that thank you very much you know when i think about equity and then these words like you know hate and all these things that people don't

068understand no i just wish they would realize that equity is like it's not a zero-sum game you know it's not a pie that you cut up and there's only you know there's only enough opportunity to go around or there's only enough access to go around or there's only enough voice to go around you know no it is infant what is the word definitely infant it is yeah it's it's it there's so much of it and you don't have to there's enough for everyone right and so when we when we look at equity it's that's what i would hope that people would take away from it that we're not trying to take things away from some to give to others absolutely it's it's about understanding who you are and leveraging the access that you may have

069in order to provide and support others and having access as well which is the whole purpose of education and i think what's very powerful is again student-led with amplify with talk with so so much that's happening in our district parents i often see on social media or guardians or families or community members well that doesn't exist or that doesn't exist yet our students are telling us that um they are experiencing racism they're experiencing sexual harassment they're experiencing so it's not really our place to say it's not happening it's our place to listen and it's our place to support and i think as we become more student-led and focused that we just become a better district in and of itself so i know that i'm a better board member because of our student ambassadors and the

070teams and the team that's behind them so i think if we listen more we will uh we will grow more they have a lot to say all the way down to our calendar and ap tests falling on specific religious holidays and you know how that impacts them so i mean they they are the catalyst for all the things i've learned a ton from them as well so and i would just like to say to you faith that when you you know you always say that equity is you know everyone's work and so you know there's that saying that what gets measured gets done and so how do we make sure that equity is measured and that it's about uh in everyone's um evaluations include some aspect of equity because when we were when i was

071a part of the equity committee that was the that was the thing they were drilling into us like who who is accountable for this work and what does it look like and how does it get into the evaluations of everyone who's supposed to be doing the work which is everyone and really equity work is almost all of our work so when we write school improvement plans and we say we want this percentage of students to you know meet it's about looking into data looking into the different demographic groups looking at that but those are sometimes slow moving outcomes that it's going are not measured in five months at a time or six months at a time you have to do that over years i think one of the most telling pieces is when we do

072our classroom walkthroughs and we look for are we having choice are we having success are we having a challenge are the materials engaging for all of our students as we look you know on those pieces we have classrooms that you can tell are further along in creating responsive instruction than others and this coming year the principles are going to be giving us what their what percentage of their classrooms do they think are doing what we are wanting within the literacy framework in the math framework and then we're doing classroom walkthroughs with that to kind of monitor and support those pieces another piece is how well are we doing as that high school student survey on you know when they've are we getting that right degree of challenge and success this year we are at 50

073with our efforts and things next year when we give that survey will it go up um i could go on and on on some other pieces on what that looks like even how we have conversations at budget level discussions you know what does that look like and are we asking about um equity and are we looking at we are approaching that when we design our courses when we send out information to parents you know all of those pieces we have to ask is everybody at the same opportunity to be able to access the resources and the curriculum and the communication that we have and we have so much work to do but the different groups are asking those questions is a measurement for me of how we're progressing in that journey i would like to

074add because that is not on here something that faith and i have talked about which i felt was important for me is the work that we do within esd and so um creating our equity goal or equity activity that we're going to do once a month whether it's visual but anything that's going to start to bring us into those type of conversations more often since i know that esd directors are those who evaluate principles and so they're being equipped to having those conversations as well is going to be important because as we know when we're looking at those evaluation pieces and and even that the danielson framework equity is implied and there's only one small component that's explicit and so we've just talked about um how we can continue to come together and grow as

075an equity esd team and um that i think is also going to help in that piece with what what gets measured is what gets there so thank you so much for your time thank you okay all right so are there any questions on the consent agenda 8.1 if not can i have a motion to approve the consent agenda please i make a motion to approve all items under consent including 8.1 minutes from the board of education meeting on may 9 2022 open and closed session and the public forum on may 16 2022 8.2 to acknowledge the foia requests received by the district 8.3 the acceptance of gifts and or donations received in fiscal year 22 8.4 to approve the illinois high school association membership renewal for 2022 2023 for both oswego east and oswego high

076school and 8.5 to approve the following board policy references and legal updates section 3 3 colon 70 section 4 operational services 4 colon 70 4 colon 180 section 5 general personnel 5 colon 40 5 colon 70 5 colon 5 colon 140 and speci and section 6 instruction 6 colon 70 and 6 colon 80. miss doyle hi mr cerrone aye ms simelton aye mr gatewood hi miss johnson aye ms swanson aye motion passes 6-0 item 9.1 is information on financial statements does the board have any questions on what's been presented this evening item 9.2 is information on board policies for first read does the board have any questions on the policies that have been presented this evening ellie did you have a question there no i don't know if i'm on a different version of this

077or not no all right item 9.3 is information on an intergovernmental agreement between yorkville uh this school district 115 and sd-308 are there any questions regarding this agreement i have some on this one um particularly as it relates to the extended school year programming um i'm just verifying we do have in place uh like for example this year we weren't able to offer our complete extended school year programming because we were low on staff that we would not be required to participate in providing services to other districts at the expense of our own students should this continue same with eva stars dhh that would be correct right dr pesci yeah that's correct uh in the in the contract that's presented it specifically states that uh as room space and resources are available we will allow

078student attendance right but for things like esy i think i wonder if we shouldn't be taking a look at this a little bit more in depth because as room space allow might look one way in march in an entirely different way in may and at what point do we then have to tell our own students uh you know what we don't have the staff we were hoping to get hired so we've already made this commitment to other districts so now we can't have it for our own students so what what specifically does this look like when we're doing an intergovernmental not just at some random spec unspecified time if space allows but what can the expectation be for families in other towns as well that is there a date by which we will make decisions

079on these things we do hear we do say by april 15th of each year so that's something i can i can talk and have some more clear information about the process and how we make some of those determinations based on attendance that might happen after that april 15th thank you right because i took this because the little x was by dhh i thought that it was just the deaf and hard of hearing program that was coming not all of the other ones i thought that's what this contract was it is however we do offer this as skills east view academy deaf and hard of hearing stars programming and extended school year are explicitly stated as options and i know that we do utilize these for some other ones i believe as well as space allows

080like we'd said um it seems like while dhh is the most common it it i don't think that that's the complete story yeah i mean on the first page of the contract it lists those uh four programs and we do have an x in there for the dhh program but if there is interest in the others then we can open that up and accommodate i did uh going back to 2018 we've had from yorkville we've had seven kids in the program in 2019 we've had five kids and to the 2020 we had three kids 20 21 last year we had five or this year we had five kids and now next year we're expecting three kids so it's a pretty good program it's a smaller group of kids and something that i feel uh dr

081hillebrand can keep uh can keep us informed on sounds good the only i guess not it's not really a question but it's just something when i start looking at insurance coverages i know that this is likely to be industry standard to have the 1 million 2 million and 1 million and then 3 million umbrella but i'm just thinking that given everything is starting to become more expensive and liability uh and of course litigious society i just think that we should start at least considering is this enough and and and what would it cost us it could be inconsequential to require just the next level up for this for the insurance sometimes you have to prove why why it's um why there's assets to protect that amount being raised and we uh we meet quarterly with

082our insurance provider and we get quarterly updates on where we stand with all of our claims and protections and things of that nature and uh and other districts uh the potential for liability from other districts so we review that four times a year okay all right item 9.4 is an informational presentation regarding a kindergarten orientation pilot program that we'd like to try this year for for next school year i should say associate superintendent faith allquist is here to present to the board yes uh we have a new orientation uh pilot that we are going to try at boulder hill uh in lakewood creek and just a kind of a reminder on how we currently screen our kindergartners from may to august we have staff available and parents bring in their students to be accessed on

083academic and sel skills and then we balance so we have heterogeneous classrooms and that takes quite a bit of staff time but it also doesn't give us great data if you think about assessing a kindergartner in may around their academics that's kind of like buying them a pair of long pants in may and assuming and knowing that it will fit by september and they have cognitive and physical growth spurts like crazy when they're this age so sometimes that data isn't really useful by the time school is in session so what we're really looking at for those two schools is not having the students assessed over the summer having them in all of the kindergarten classes and having a very unified how do we do kindergarten at this school what does that look like being in

084with many different uh classrooms and teachers and then having a team there the reading teacher the instructional coaches and the teachers doing the assessments and observations there within the first few days and then making those really balanced class lists so that there is assurance of resources and trying to do what we've always tried to do over the summer but in a much more timely and efficient manner and so this just talks about what soft placement is that they'll all come to kindergarten they'll all be doing things to learn about the school learning about routines learning about behavioral expectations but then we will place them in classes after we've had some more chances to give them orientation and some exposure to school so the expected outcomes of this pilot is we want to have more balanced

085classes to better meet the needs of students we want to have more equity in the screening process because not all parents bring their students in over the summer or some of our students register so late in the year that there isn't time to do that and then we really want to have all of our teachers you talked heard the students talk about it tonight the need to have teachers at a course all working together this allows some of that and this also will save a lot of staff time and stress as well when we went through and talked about this and i do need to really give the teams at the schools the accolades they came with this idea of how best did we do this and this came from kindergarten teachers and principals but

086when looking through our own envision 308 it aligns with so much of what we are trying to do to reduce time on assessments to have equity to increase differentiation for literacy and math so we are excited about this we're going to have to do a lot of communicating to the parents of these incoming kindergartners as they come in and then what we plan to do is get teacher and principal interviews talk to some parents as well and then make a decision next year on whether we need to change the pilot and the pilot or move forward with more schools um so yeah let me just understand the mechanics sure so first day of school the the kids they all come in they're in classroom settings and differing functions are evaluating them so uh there'll be

087teams of people that would pull students out in small groups or individually to do assessments while the teachers are reading books to the class while the teachers are teaching about behavioral while they're doing all of those pieces so students will still go in to different classrooms but the groups are going to be changing throughout the day and teach all kids would have experiences with all the kindergarten teachers okay so it seems like the kindergarten teachers themselves will be able to provide the most input because they'll be seeing them in their more more comfortable environment um i understand that you don't get the best information and one of the things that um i've heard over and over again is you know my child was assessed they didn't say anything or do anything because they were in

088a weird environment um so i i like it for that it's probably better data but do we have enough staff to do that for all of our schools um and within like a day or two of first day of school so um a kindergarten assessment to know some really basics about letter sounds and about counting doesn't take a huge amount of time to look at those basic skills and if you every single one of our elementary schools has an instructional coach has at least one reading teacher sometimes more sometimes an interventionist and then that first week of school you usually don't pull out for speech services for some of those other pieces and you have a lot more hands on deck to be able to go in and do some of these assessments so that's

089about uh 80 to 100 kids per school right something like that it varies greatly from yeah i know some schools are much smaller the two schools you're looking at that sounds about right okay maybe yeah i don't know and if these are building level experts um and teachers teacher experts sure then i can see it because teachers are usually getting into doing all their own new assessments anyway when they come in to do those same pieces so now we'll really minimize that amount of time and give support to those teachers well but here's my question and this you dominic you hit on it it how do we have enough staff when when the expected outcome is a reduction in staff time and stress but i'm looking up above and our current staff hours are the

090cost is eight thousand dollars in staff hours of 810 hours for al's screenings that's 810 hours who does the assessments now and where will those people be so those are staff members that we paid to come in during the summer to sit with students while their parents bring them in to do these the same kindergarten teachers that'll be in the classrooms sometimes it's kindergarten teachers sometimes it's other teachers or reading specialists that are brought in to do those assessments so when we talk about adding this piece and i know that teachers often will do their own assessments if something doesn't seem quite right in what they're seeing based on what the current assessment they were given is um i i guess i i wonder how this reduces the stress when all of a sudden and

091i hate to to say this after we've just had this lovely equity presentation but 10 days in and teachers are now saying yeah i don't want that one that kid i i don't want that kid he's got a lot of behavioral problems she's got a lot of behavior problems how do we how do we he look at at this as reducing stress when and how does the selection process work with this balancing right so that's my question right so if we're assessing all these kids are we then splitting the high need kids amongst three teachers or are you taking all the higher ed kids and putting them in one class not creating a high class and middle class in a lower class so how does this current trend so how does this help then what's

092the difference between this and differentiation now you know where they're at to start because within a week a t most the teachers probably know where each of those kids are so like my bigger concern for me is here i've got a kindergartner who's afraid to go to school and now wait a minute i don't have one teacher i have three but i might get this one but i really like this one but that's not the one i got so i feel like it's creating it's going to create a lot of anxiety with kids and parents i mean i'm willing to try it but i but i think it's that it's gonna create a lot of anxiety i think it's a lot of how you sell it if it's you've joined the kindergarten team here it's

093definitely different from how i went to kindergarten where you went outside the door and you saw who your teacher was and you were either excited or you didn't know or you were like oh i've heard you know and but you have one face to and one person that is kind of your comfort person and it is hard at the kindergarten level and i know it doesn't have to be and for some kids it's not but for for the kids that are the least the most likely to need that kind of security of that one person i really get concerned that that will skew results also that that will create an unintended problem and so i wonder just how that will be addressed well i i well yeah yeah no i yeah so you're asking how

094will we avoid that they really liked this teacher but they didn't get no um i'm asking you've got a high anxiety kid that comes into class and needs to know who do i ask for things and the answer is five people you haven't met three four of them yet but this is the one for now and then in about half an hour we're gonna switch it so how does this look for that student and and that's not a small number when it comes to you know elementary and kindergarteners especially right now when many many many more haven't had the luxury of preschool education and even within our regular you know kindergarten program you have many teachers that are coming in and out of the classroom or taking them for music for art for a reading

095teacher for student teacher we even have kindergarten classrooms already that switch students within that and i want to emphasize that this idea and how we do this came from our teachers and a principal on a better way to do things that they're talking about how this will balance classes and be better service to students one of the things that happens as you try to balance and you put them you have classes in and then seven or eight students move out and then all the move-in students go to one classroom class yeah and in general not always for sure but the students that are last in are sometimes our media students and you get a very unbalanced classroom well and that was actually my follow-up on this is that i do know especially at the schools

096that have been selected for this pilot and my suspicion is that's part of the reason they were selected because there are a lot of first day of school drop-offs with absolutely nothing to say that they were going to come to class that day and sometimes it can you know be dozens especially at that kindergarten level um so how how will that be happening now you've taken in the first week or two of school students and and very carefully balanced what will happen for everybody else who comes in after that first week so i just want to back up to one thing you said that okay we selected we didn't select um schools to do this they came to us okay and said that's good to know we we want to try this okay um you

097know how how do we make this work okay in fact uh lakewood creek came a couple of months ago and then toyah came a little bit later from boulder hill i was like have you two talked and they hadn't even talked yet about there are other districts and places that are doing this that they're excited about when you asked about you know what happens you know on the fifth day after we already have classes made then you would have balanced classes and you're going to assess that student which we sometimes do when they're coming in and seeing you know where they go now one student coming in isn't going to unbalance a class but as you're having frequent move-ins and we do i believe this year in the fall we'd had i i i know

098for sure at one of these schools we routinely have throughout the fall move-ins i'm assuming it both but i know the one absolutely that's a challenge today it's a challenge today and and what i just heard was well you know this ends up being some of our neediest students that are placed in just a classroom so if we're doing assessments now you know i guess my point being i would i would be very hesitant even even though i totally get behind the concept and i actually think this is a pretty cool thing to be able to give our families there are some very specific things that i want to make sure are protected for our students sakes that they're not then just well we already did the assessments and balanced them so we're just going

099to keep doing the same thing we were doing before with the next set of kids that move in so i'm just to clarify did you just say faith that the the teachers and the administrators that brought this to you they saw this in another happening in another district yeah there was a semblance of this and said how can we do this this is a current problem for our incoming kindergarten so is it possible to also talk to them about all of the questions that we are bringing up now in order to to get some um real world real live solutions on what they're doing and then perhaps we can um well more than that i would like us to have a solution for how we will do it here no that's what i'm saying if

100we find out from them how they're doing it then we can determine if that's a best practice that we would like to adopt or if there's a way that we would like to amend it before we implement it so what's the downside to our students with this choice because there's always a plus and a minus even if the minus is not going to be uh that big a minus there's always a downside so what's the downside to our students of switching to this um i think there will be an adjustment of you know not knowing when you come in the door who is my teacher um it'll have to be a here's where do an orientation and your your first day with your assigned teacher is after some more orientation time and what that looks

101like to do that but that will be an adjustment for students we anticipate that some of our students perhaps that are in special education and have ieps that knowing that you have that structure and that peace and that need already going in we may say you we already know that you have anxiety you have this piece you're in this classroom already how will you know that well for some of our students they're already here for broca and with early learning and we know some of that about our students already or if parents come in with you know if they're have coming in with an iep from a different district from another early learning center we would have that but sometimes we don't know and as you just said that's the don't know is that tend

102um in your experience you i think you'd said to be some of the needier students for services and making sure that they get to have the benefits of the balanced classroom is that correct correct so what anything else what does this do to to staff uncertainty i know staff do love to get everything lined up ahead of time i often see number lines and things with students names on their desks that's a pretty traditional back to school experience for a teacher one of the things that the kindergarten teams have been talking about is having said number lines or name tags and things on desk to welcome people but everybody has the exact same one and then when you move classrooms and move those around those move with you or those pieces you're still going to

103have welcoming things with kids names on them as they come in but class won't start like with your class roster and all of those spaces until we've had some orientation days so the teachers at this grade level in both of the pilot schools have requested this their building principles also support the teachers in their request to provide this as a better opportunity to try for their students and they're aware of those those things that would need to be different already like right now today yes okay and they they came to us with the principles of the principles or the teachers so the teachers through the principles i don't know which chicken and egg but they'd had lots of conversations and then sought our approval to do this to eugene's point i would feel better if

104i knew another district who did it and if we had some more i mean like i appreciate a concept of what we would like to happen but i think the practical nature of actually getting it done is so i actually um i've done this in another district uh kindergarten readiness camp and it's typically done prior to the start of school and it's a two-week um period of time or they run the kids the students come to and run through a normal day of kindergarten the teachers are allowed to assess it includes the specials teachers my biggest concern is that why we're doing this at the start of school um in in essence um i i appreciate the kind of guided observations and i think teachers i think they'll make better decisions in class placement with

105this my concern is starting it on the first day of school instead of that time being used to develop norms and or to explain norms and classroom management especially when we don't have preschool for all students you know everybody's coming in at a different place so i i'm very concerned about that i think it i think it could possibly set back our students so that's something that i would like to see addressed um i i hope we're not doing this because of the 110 hours during the summer because this is such a critical time for assessing math and and reading for students and i mean i remember taking my kid in to sit down and had a reading assessment with someone and so forth also um right fit makes me very cringy um i just

106i don't understand that i guess maybe if it means meeting students where they're at i can understand that but who's the right fit for the student or the teacher i guess or both i don't i don't know um i i i just feel like the start of school is not the time for this maybe you know in august early august or end of july um which wouldn't make it really work this year but i just don't understand why we would do that at the start of school can we when you find out all those questions can you send it out to the whole board just so we kind of sure sure and i just i mean it will still be a lot on classroom management and and farms but it's this is right hill kindergarten

107and this is how we do boulder hill walk down the hallways and and bathrooms and all of those but it's with a specific teacher and then two weeks later we're going to say no mrs smith isn't your teacher it's actually isn't it like two days yeah it's only four days but uh oh okay so it's not a huge amount of time and it would be great if we could extend the school year but one of the issues as we you know talk about whether to do that in august is getting all students in to have that experience because you're not never going to 100 because during the during assessing them now anyway yeah and i think i have less concern about that because if ever there were people that protected their academic minutes it is

108kindergarten teachers because they want every minute they can to pump the brains full so this is this wouldn't be brought up i trust that if there wasn't a need my concern is that it's june and i presume um that this had already been determined that this is just what's going to happen this year for these kindergarteners so there haven't been plans made to do it in any other way so really this is truly informational and and not a anything that we should be weighing in on is that i mean am i understanding the purpose of the information item correctly yes we've already communicated you know some of these things that have this product this was informational this is a pilot that we're doing that i think this sounds like an improvement at the very least

109of our current practices and i think what i've heard about right fit is um it's it's sometimes and maybe maybe maybe faith um can uh help me because i probably i'm not gonna explain it very well but it's it's when one teacher ends up with a bunch of kids that are hard and then the rest of the kids so there's not equity in that classroom so the rest of the kids suffer and aren't getting you know the proper instruction and help from the teacher you probably could say it's about we for the other grade levels you know in elementary school there were teachers are good at assessing students seeing what groups of students mix well together and creating those classes kindergarten we're not so great at it because we haven't seen right yeah the students

110and but to that point though i i do know though that creating those right fits in classes as you get to know the students often can lend itself to you know kind of tracking putting kids into specific tracks where they end up in the same classrooms with the same students year after year that might not be the right fit for that student but that's just you know the right fit so to speak so i'm concerned with where we are as we're looking at we're making slow progress with some of our professional development that we are not placing more on our students and more on our staff then we can reliably tell the parents that we can provide for real i really want to see this be a right fit if even in a pilot for

111these specific kids in these specific schools this is their only kindergarten year even though we can have a lot of different years of pilots so what will we do if this doesn't work for these kids this year so they don't miss out on an educational experience in kindergarten we're only talking about changing you know taking those first few days yep to then assigned totally hard yes and my i would say it's stronger than i hope my our our efforts to do this are that we create classroom lists that are even be better at providing inclusive classrooms that can have success and challenge for all so it's really just those four days of orientation that we're giving up it'll still be the same teachers providing quality kindergarten instruction that it's always been we're just providing more

112orientation to that group to get them started so when you say they miss out on their year of kindergarten well if they're not put in a right fit classroom after those four days we're going to do this to get better than providing the right video ideally absolutely i'm asking for because it's important to understand what all the unintended consequences can be what i'm asking is do we have a plan for these students should unintended consequences arise that mean that come november what you thought was great not in august because you put all this extra in actually isn't as good as missing out on those first four days of creating the relationship one of the things that we also push very very hard dr sparlin talks about it every year is that significant 72 hours that

113first 72 hours to create trust and that's what i wonder after this first four days of assessment norm's evaluation what will be the strategy in place for them the assigned teacher to create that so that those students don't miss and what we have said is a really important time in order to get buy-in from students to learn so the significant 72 can be delivered by one teacher can be delivered by a team of teachers yes when they start their you know classes there there will probably be even some more team building and to know you types of things but this is a team of now how do we do kindergarten at this school instead of one teacher so they'll all continue to work with the students more commonly throughout the rest of the year too

114somewhat okay i like it because it builds more opportunity for students to um gain these places of trust you know it can absolutely i like that too it's it's the difference between the it can and will it here right now that i'm curious about yeah i think the main thing that the reason why i like it and from what i heard from the core was that there's an assessment that's happening during the summer and then there's a reassessment that that still happens excuse me happens in the fall and so when the assessment happens in the summer and the kids are placed when we talk about right fit for the kid there's still a reassessment that has to take place in the fall to determine if you know where that kid is or where they progressed

115during the during the summer or not and i think that doing the assessment in the fall gives us a a true picture of where the kid is at that time as opposed to doing it twice and then potentially have to change uh the class or make an adjustment based on the adjustment for the fall versus what we what we adjusted for in the in the summer and if i'm if i'm hearing correctly that's the primary reason why why they're totally great i i hear the same thing eugene and and i think that this is probably a good plan but i do need to ask the questions because this isn't necessarily a slam dunk i'm not i'm not speaking to you i'm just speaking from my perspective yeah no i hear you and i've i've heard

116that this is a good idea and a lot of people like it um i don't know that i'm i'm sold on it but i also don't know that this matters because i don't think that this is necessarily a decision we are being asked to make in which case where are we at on that kind of thing can i ask one more sciency type question so you talked about some of the reading specialists and some of the other um people in the building who were going to be assessing these kids so a concern for me is how one person would assess may not necessarily be the same way that another person would assess so how are we saying six today yeah how are we innovative reliability is that yeah i'm trying to say it nicely right

117so um sure on testing protocols for example of you know do you know your letters or not there are you know how much assist you can give but the um you know the the protocols aren't somebody's handwriting or somebody there right but sometimes it's in delivery sure and there can always be a little bit of that even with and we our teachers are great and they try hard not to do that but even with teachers on how how much of an assist they might give even within the same 25 students within their class so there's always a little bit of that but these are people that will be you know assessing and have been doing the assessment even in the summer time with those same concerns but now even outside of their school the person

118that might be assessing them wouldn't even be at their school i don't want to believe the point i'm not i'm up in the air about it but i'd like to like to see some answers to some of my concerns and see how the we will be addressing them here and what steps will we be taking to train our teachers to be able to successfully evaluate them in the first week of school faith on the expected outcomes for each of those points how are you going to assess if a balance if a class was more balanced how the screening process provided more equity how it promoted more team efficacy and how it saved staff time and reduced stress what how are you gonna i guess what are the um factors that are going to prove those

119well right now we don't have all of our students that are in part of the screening process so by waiting until school starts we already will know that all of the students that are there as laurie pointed out there still may be some students that move in but every year we don't have all parents that are able or equipped to bring their students in so they miss out on that possibility so that's part of that equity piece and then also having it given by staff at that school as part of that process at the same time of the year if you can imagine a student that's assessed in may and a student that's assessed in august and we use the data the same way they sometimes have huge cognitive growth spurts that that whole time

120delay doesn't account for so i can already speak to the equity piece with more balanced classes the kindergarten teachers have worked with their principles of here's what classes look like and they assess their kids at the very beginning of the school year and sometimes there's already half of a class that is well below grade level and really stands out for whatever reason that they were much lower we'll know than comparing this year to last year whether they're you know more balanced after our four day assessment because we already have the information to show year after year that sometimes we don't do very well because we based it on data that was that old since may um with the team efficacy within kindergarten teachers that we're going to have to interview them and talk about how

121well do you feel like you're matching and moving at those pieces and then we're going to have to talk to them about staff time and stress that was involved but since this is coming from then i i i guess i i just think putting those up there is i don't i don't know i just it's going to be interesting what happens if this doesn't work then where do these then we don't right but where do these kids stand that what's that that's what i was asking how are we going to i guess when you're saying it doesn't work you're saying that there were students that were really stressed out during the first three or four or the classes weren't balanced so they didn't when they and they're already not they haven't been balanced so it

122would be like repeating like if we don't do a good job of balancing out because of this then we'll be right back so except for the fact that now in the first four days of school the reading specialists and other stuff that usually are used between all of the grade levels have now been specifically taken up by the kindergarten students so it can have potentially some impacts on students at the other grade levels as well um i'm concerned about where all of a sudden this 810 extra hours is going to come from because if it takes 810 extra hours to do this yes some of them might get reassessed but those 810 hours don't go away that still needs to be extra so who will who will provide those extra hours and where did they

123come from that there's a few different things i'd like to see some more answers on but but to be perfectly frank if if we're being asked to look at this in june for something that's already been decided to be implemented in about two months um i'm a little concerned about that whole concept also that it is this an information item or is this um a decision that had been made previous and now we're just being informed of it then i will let you use your hours to prepare to succeed at your pilot rather than to answer my questions i will reserve judgment until i hear what happens in the fall i guess all right thank you for the conversation great conversation um item 9.5 is a discus information and discussion item in regards to the

124prescott mills subdivision and students parking there as you all know we've had the homeowners association uh who have spoken to the board in public comment on a couple different occasions um in november the school year mrs johnson and i attended a meeting of the homeowners association in regards to the issues that they're dealing with with students parking in davao uh drive and those in their neighborhood and on may 11th mrs simonton ms johnson i attended a a meeting at village hall that was attended by the village administrator village president chief of police a village trustee and the presidents of the three homeowners associations for prescott mills we took we each took our turn addressing the issue the village talked about what they've done i shared what we've done as a school district regarding this issue

125as a school district i shared that we you know we've made announcements at the school about parking in prescott mills and being respectful following the speed limit parking signs uh we've had our we've had engineers look at the feasibility of adding parking to oe and ask the architects to include any possible additional parking spaces into our comprehensive facilities plan something that i found out after the meeting on may 11th at village hall it was i believe to be true but i wasn't sure so i checked into this was i looked into the question if we've added additional spaces at uh oehs since the school opened 16 years ago and the answer is yes we've had we have added approximately spots during that time as the population here at oe has grown one of the questions

126that mrs bankowski and i addressed at the may 11th meeting with the homeowners was if adding the additional spaces would fully address the issue and i shared that i believe it could help but that we could not guarantee to the homeowners that by adding additional spots would solve the problem this is due to the fact that by adding additional spots we still have more students that are 16 and have driver's license than the number of spots that we could add to our property and so this is where we are currently at as a school district i've done what we've what we know what i've said we would do we've made announcements at the school we've had engineers look at our property we've um you know to see if we if we could add additional spaces

127uh that project has been added to the comprehensive facility a list of projects um it's important to note that we currently don't have the full funding to complete and uh so with that said i wanted to open this up to the board to have a conversation ultimately i would like the board to provide me and the administration any direction on any next steps regarding this issue because this is something that we you know three of us are three of us have attended meetings at and uh and the homeowners have presented to us on a couple different occasions so i open it up to the board have we asked the village if they could put up no parking signs from eight to two or whatever it is yeah we did we did that did come up

128that was uh not only brought up by us but it was also brought up by the homeowners association um i think uh at one time i believe there was parking on both the east side and west side of davao and right now uh the parking is only on the east side but there's no limitation monday through friday or during any times so the when our students are parking over there they're they're legally parking for the most part and those students who aren't legally parking uh we have re you know received tickets so i i just i i failed to see where with a declining enrollment this is going to continue to look the way it looks right now and the several million dollar investment for a short term maybe sort of kind of solution feels

129way more expensive than throwing up a few no parking between eight and two signs this has been a problem for all towns that have high schools since cars came in and high schools began paying for stu er letting students pay for parking spots it is not a new problem it is not something that only oswego works with and in our own community it's it's not limited to student parking we have similar issues with parent pickup lines and things in some schools also all of these you know are incidental things that can happen but if these were to happen because say a business got very successful or a restaurant got very successful and so all of a sudden a lot of people wanted to park you might put up a parking garage if it benefited the

130entire town to do that right however if it would just benefit one business for a year you might not choose to do that you might instead throw up something temporarily or have something else that would be far less costly to the community as a whole than to put in a permanent structure that's not going to be able to fix it anyway i i'm i just i i'm very concerned that we would contemplate even the cost of having a parking lot built and i know that that did cost money to have our architects complete that study as well um i'm a little concerned about all that so i i'm not interested in entertaining anyone's time with this further since we do know that our enrollment is going to be declining and that this is likely not

131going to stop it as much as a great big super sticky sticker on the window and then some good enforcement would do yeah at the meeting i did talk about the declining enrollment and yeah just so happens that meeting was right after we had the project you know the five-year projections by rsp so i did i did speak to that and the homeowners to give examples of other school districts of other areas you know high schools that have neighborhoods around that the uh they have you know that those neighborhoods have that limited parking that you're referring to they did give some other examples to the village yeah to the village and the uh that seems to be how most areas tend to handle it rather than asking the school to build additional structures well i

132i appreciate the fact that we have been good citizens and have added 500 additional parking spaces over and above what the ordinance requires yeah that was uh mentioned that our the number of spaces we have at this lot exceeds what the ordinance current ordinances they did talk about it it's a it's a very old ordinance from i believe it was 1970. yeah 19 in the 1970s but even if the ordinance was changed that we would be you know that you'd be grandfathered in because this is already an existing facility yeah and students aren't required to drive themselves to school to get here that we do provide buses um i'm assuming there have been transportation safety studies done on what would be considered acceptable for walking and safety for students to walk if they're not able

133to do that i'm not entirely certain that it would be entirely safe crossing that area to get into here without a bus well and honestly uh i brought the question up like i would have assumed that in the spirit of what we were all there for safety would have been the number one concern and the onus was placed on the school district to fix this um and i did not feel that and this is just yeah i don't think we can i did what i don't think we can fix this like really i don't think that there is anything a school district can do that will fix it correct as long as there is one more student with a birthday well and like mrs mrs bankowski said this we're aging the students are not we

134are always going to have this issue and those students walking from prescott mill it as soon as as soon as those 80s if we were to build 80 spaces we're going to have the next 80s yes what does help this is banning parking on those streets because then we don't have the safety issues of the students going so mr barter suggested that we annex another piece of property and build an even bigger um structure really yes and have we looked into that we have that third high school lap down at run 26 maybe we could stop renting that out build a parking lot and bus them from there that'd be great it that's that's not a realistic solution well there were that was what was frustrating is that um we really needed everybody to kind

135of do their part we really have done and provided more spaces than they were required to but also without being forced to we already did it no this is relative to other high schools too i think that we have a lot of parking compared to lots of different high schools correct and a lot of what you said laurie was was spot on so this just doesn't this and we don't have sense for it to be something that in a community where we value intergovernmental relationships and we've all benefited from ben from working with each other this this one specific thing really makes no sense to me why we wouldn't continue strong intergovernmental cooperation um to to provide an easy fix this has been an issue since that subdivision was built that subdivision was built because

136it was approved by our village to be built there knowing that there was a high school across the street from it um and we have to understand that this is not just like you wouldn't charge the one owner of that store for that parking garage i mean like this is a community and we can't do it we we don't have that kind of authority to handle private roads and to handle situations on them and i wouldn't ask any staff member to step off school property to begin to do that in a village area we were also asked if what can we do to um i don't remember the word i'm going to use the word like deter students can we take away extracurricular activities or can we take away other stuff and we were dr

137sparlin was like absolutely not no and um you know they're working legally on a street on a public street on a public street they're not doing anything illegal like this is no we're not no and we want to encourage our students to participate where was the village at where they is mr barter was the only village representative there well mr de santos uh and uh the villa troy was there um and um i mean i guess what was their answer what did anyone else have to say about this that they had that that they had done what they were willing to do okay so they were done what they were willing to do but not what they could do well that they were that they had ordinance the one side of the street not to

138be parked on but that they felt like this was a public you know a public space place and that they they weren't comfortable doing that for the second and warned us that when pm that they went to check the ordinance and that it was so old that they will be updating it very soon what ordinance the ordinance about how many parking spaces per enrollment yeah for the third oh i see so okay i see where we're going with this so okay well we do have this issue in other municipalities as well i know in montgomery they've been very hesitant to do much of anything related to the roads to solve the issues with student safety um which has been a true concern at lakewood creek parent pickups not just our student safety but the the

139the people that live in prescott middle class but this has happened what i'm saying is this isn't just us we go we do have this issue and some of our other municipalities it is a long-term thing and and frankly it's just a matter of being good at working together with each other this is this is not a good example of that and that's real disappointing to hear so i hope that that we can have some more conversations about if we need to work with our community intergovernmental agencies in a bigger way and it might just be that you know what it is an unfortunate thing that those homeowners made that choice to be part of when they chose to purchase there but i that's a shame to me that we can't do something better when

140it's not hard to do i do have faith that the chief was going back to look at permitting in that area he did say that there's only so much um he can send over his that makes sense because he's like i've got the rest of he goes up you have an entire yeah you have an entire store every day yeah so upping that isn't going to really help we just need some signs for school hours that's not that's not to me that doesn't feel like much to ask um to help out some of our community um maybe it is and i just don't understand all the pieces and i'm willing to hear that safe um in any event i i don't think that an unwillingness to put up some signs makes it justifiable to spend

141a few million dollars also of public funding in in a school building area well my concern is that if we had that money available readily and easily and we didn't have all these projects i mean we don't though we never would because there will always be projects and our focus is to manage street parking our focus is to educate the children in our community that's my point so when would we ever choose to be willing to give up education in order to try to annex public roads that's just where i would go with it but you know what do i know i do believe that dr sparlin first of all you handled the meeting very well um with all eyes on the school district he really held our position so i was very grateful for

142that but i do think we still have a responsibility to make those announcements and to absolutely and those insurers are very large font you cannot miss them you walk in the front door of the school during school hours there is nothing else on the monitors other than that it is not allowed in prescott mills the problem is it actually is allowed in part of prescott mills like it it just is it's a legal thing that any citizen can or or not that anyone can park a car legally on these roads so we can say all we want to but there's but we might not be telling the entire truth by saying that but what we we've seen kids like hopping into in six kids into a trunk like let's let's do our part and tell

143kids oh for sure well that's not great let's not do it i mean hopefully we do have the good sense not to remove all of the things that we currently put into place to discourage it but clearly despite all of that six kids in a trunk will happen with a three million dollar garage or a lot or whatever it's going to happen if there is a legal space to spark to park right and that's evident when we build 500 additional parking spaces well that is more than we did on the other side of town we weren't able to provide enough extra parking for community parking at an elementary school because we don't have student drivers in a different municipality and even there we had found that there are challenges working with our village governments on

144helping each other out when it comes to providing these minimal efforts to help out our neighborhoods that's a shame all right anything else on that no i found the policy though you found the policy yeah nice one one parking space shall be provided for each employee plus ten spaces for each hundred pupils okay 280 and we have a thousand yeah a thousand we have over a thousand parking spaces and we need about 280. well for the kids for the kids plus staff yeah so thank you for that that's good information that was very helpful that's a shame i i i mean if we had all the money in the world and education was amazing and kids were 100 achieving in reading math and everything else i would definitely consider this next but i can't like

145that's not our jurisdiction yeah we have so many craftable projects that yeah students we really do need to get heat first and roofs okay yeah so just chillers and boilers speaking of look who's security camera [Laughter] thank you all right okay thank you dr sparlin all right 9.6 i make a motion to postpone discussion on the resolution for board member elections indefinitely can i give you an example indefinitely miss swanson no miss simultan yes miss doyle i miss johnson no mr cerrone aye mr gatewood called question so this could be brought up at another if if we're voting on it indefinitely is if there is a reason why we wanted to bring it up before we could still bring it up yeah oh yeah that's just postponed yeah it's just postponed without a specific date

146all right motion passes four two four three four two all right um 10.1 action item approval bills for payment can i have a motion please get my glasses on i make the a motion to authorize the payment of bills in the amount of three million eight hundred and ninety two thousand three hundred and eighty two dollars and forty eight cents as presented second mr cerrone yes mr gatewood aye ms johnson aye ms swanson aye ms doyle aye ms simonton aye motion passes six zero action item 10.2 approval of cooling towers at the wheatlands elementary and thompson junior high school and structural work on supports at the narcic junior high school can i have a motion please and make a motion to approve a contract with c at acetely heating for the base bid and the

147two alternates for four hundred and forty seven thousand nine hundred and sixty dollars as presented second but i have questions and they stayed till 9 30. i feel like we should ask them something i do have two you want to come up just i mean you're here so one question i have is um this was for thompson junior high so how old are these cooling towers thompson was going on 24 it was refurbished i don't have that date it was probably 2009. thank you um and the wheatlands i believe is that 20. it's as old as the school so i'd have to go so are they i think i know i asked this because i hate to you know buy a new car if mine's still running are they still running we had the problem

148with the wheatlands this summer with that tower crashed okay um it is running uh end of life well so it brings up my second question sure so we're replacing the tower at the weedlands but we did not replace the tower at boulder hill that's next on my agenda so you'll see that in the near future the boulder hillary recommendation really super near future because i yes assume that since boulder hill went out first we would have replaced that one first correct and boulder hill is the chiller not the tower but we definitely need to move on the tower boulder hill next all right and then my only other question is um the totals with the alternates there's a big difference in price once you get into the alternates so i guess my question is they

149can't i don't know the word for it they can't bill us more than the bid correct correct so even if they have to do more work or the prices of i know the prices all these parts are going to change order if they ran into something unusual well so here's that's what it's called change order so my concern is when you get a two hundred thousand dollar difference what's the change order going to be it depends on the problem i can't tell you in my experience there hasn't been a whole lot of well i haven't no change orders where my towers are concerned those are very pretty basic mechanical pieces of equipment you don't run into a whole lot of surprises with cooling towers getting them well delivery and supply supply is a whole other

150conversation but so if the price changes because of not being able to get them that would not come up as a change order right i don't know that i can answer that potentially so that's my only question well my concern is it's a 200 000 difference and usually when there's a difference in companies it's not that big sure sure it probably would be more of a problem with the refurbished with the acquisition it's better the company getting the getting the parts and if one company has problem getting those parts the other companies could have problems so it would be kind of uh and and i think that the issue isn't so much as um getting them it's it's getting them in a timely manner yeah that that's our the big problem is is timely delivery

151i just my only concern is on the change orders sure i'm trying to read it fast again but you just say refurbished this is not refurbished no more changes if it would be harder and the prices could fluctuate more if it was refurbished about the fact of change orders but here we're looking at brand new equipment getting it replaced should be one and done okay i just wanted to make sure i wasn't when you say refurbished it made my stomach drop a little bit no no no no [Laughter] wait a minute wait wait wait wait wait wait why didn't i was trying to see where they were coming from what kind of chillers they were putting in uh the towers towers yeah i can't i can't say i don't have that information immediately available that's

152my only my only other concern is are they putting in a tower that we're going to have to go to canada to get the parts for where are they putting in one that's i can get that information i don't have it readily available but duly noted for future references as well yeah sure all right hey thanks for staying so late thank you do you feel like you got your money's worth out of this are your hours worth i should say absolutely yes okay his two of his this is still in almost three hours this is this is professional development for me i'm learning so much just sitting here truly good great no feeling and rob i actually believe you would sit through every board meeting just to learn more because i know i know this

153about you you do yeah [Music] can i have a motion please we already made a motion i'll say a second i seconded it yeah oh okay so we just got to vote miss doyle aye mr cyrone aye ms simonton aye mr gatewood aye ms johnson aye ms swanson aye motion passes six zero 10.3 approval of resolution and request of kindle county land cash funds can i have a motion please i make a motion to approve a resolution and request for the release of kendall county land cash funds to oswego community unit school district number 308 in the amount of three hundred 24 eighteen dollars and twenty nine cents second miss simonton aye ms swanson aye ms doyle aye ms johnson aye mr sirone aye mr gatewood aye motion passes 6-0 action item 10.4 potential action

154arising out of closed session can i have a motion please i make a motion to affirm dr sparlin's april 21st 2022 uniform grievance decision second mr cerrone aye ms johnson aye mr gatewood aye ms swanson aye ms doyle aye ms simonton aye motion passes 6-0 action item 10.5 approval of district administrator contracts can i have a motion please i make a motion to approve the district administrator contracts as presented second mr gatewood aye ms doyle aye ms johnson aye mr sirone aye ms simultan aye ms swanson no motion passes 5-1 action item 10.6 approval of personnel report can i have a motion please i make a motion to approve the personnel report as presented second ms simultan aye mr gatewood aye ms swanson mr cerrone aye mr doyle aye ms johnson aye motion passes 5-1

155can i have a motion to adjourn i make a motion to adjourn second